| CODE | ACA5011 | ||||||
| TITLE | Adult Basic and Other Education in Specific Communities | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||
| DESCRIPTION | Part 1 This part of the study-unit will focus on literacy education in its various dimensions. It wil cover the following topics: 1. literacy and literacies: functional, cultural, critical, digital, bilingual, colonial/postcolonial, literacy retention; 2. Barriers to literacy acquisition and retention; 3. Adult literacy education in Malta : past and present; 4. family literacy; 5. English language literacy; 6. Maltese literacy: ic-cavetta programme; 7. Dyslexia and literacy; 8.digital literacy in the information age. Part 2 1) A justification for adult education in prison, including adult basic education in prisons. This introductory part to the study-unit overviews three main justifications for education in prison: education as a human right, education in prison as promoted by the Council of Europe, including Resolution R(89) 12 Education in Prison and the European Prison Rules as well as education for employability. Issues with difficulties for the employability of inmates during incarceration and following incarceration will be discussed. 2) The Prison Context. All education takes place within a context. The prison environment is one that is dominated by a preoccupation for security of the general public, the officers and the inmates themselves. The adult educator needs to be conscious of such issues, particularly when taking educational material in and out of prison, as well as during the process of teaching. In this section, emphases will be made on the Prison Regulations, particularly those sections that deal with security and with education. 3) The Prisoner as a Student. In this section different characteristics of the prison inmate are discussed in order to dispel certain preconceptions one may have of the prison inmate. A brief overview of criminological theory will be given in this part of the course. The emphasis will be on how to be an effective educator in the context of a prison. 4) Education in Prison. This section focuses on formal education in prison, particularly as a ‘second chance school’ where inmates can read for certification in different subjects. Non-formal education is the main form of education in prison, and examples of good practice will be critically reviewed in order to capture the strengths and weaknesses of such programmes. This section will also discuss the kinds of educational services often provided to inmates from outside the prison, including the University of Malta, MCAST, ITS, and ETC. Distance learning as a means of education provision will also be discussed. 5) Motivating the inmate. One of the major challenges in education in prison is in motivating the inmate. Various theories of motivation of inmates will be explored and issues that keep inmates away from education will be analyzed. Within this section effective communication with inmates both during educational activities, and also during outreach activities will be discussed. The inclusion of education in the sentence plan and the consideration of the recognition of participation in education for parole will also be examined. 6) Quality assurance in the provision of education in prison. In some prisons education is looked upon only as a means of occupying inmates, becoming a tacit form of control. The issue of quality education will be discussed in this part of the course, including the different models of teacher engagement as well as education responsibilities and standards in education in prison. 7) Catering for prison diversity. In Malta nearly half the inmates come from 27 different countries. Most are male (93%) and of a particular age. Other inmates are young, housed in the Juvenile prison, mostly serving a short sentence, while other inmates have much longer sentences, including life sentences. This final section of the course explores different forms of education for different needs, including gender-specific needs. Study-unit Aims: This unit is intended to provide students with: a. knowledge and awareness of the changing nature of literacy education and its engagement with wider educational issues in specific settings including prisons; b. knowledge of some fine historical experiments in literacy and post-literacy education and prison education; c. different forms of literacy; d. practical knowledge in handling teaching of literacy in Maltese and in English to and with adults, including prison inmates; e. knowledge of different contexts of literacy education and the kind of approaches they require, including prisons; f. as far as prison education goes: specialized knowledge, skills and attitudes that are formed by an understanding of both the nature of the inmates (age, nationality, gender, criminal offence, length of sentence) as well as the prison environment, particularly its administration and issues of security. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: a. knowledge of the history of literacy education and the issues that emerged from the various efforts involved, including broader issues; b. introductory knowledge of teaching literacy in different contexts, including prison contexts; c. issues concerning literacy education in a small state which has implications for various participants not least prison inmates (especially after release from prison); d. basic practical knowledge in the teaching of literacy in Maltese and English in different contexts including prisons. More specifically related to prisons: e. knowledgeable of the texts that regulate education in prison, including the Council of Europe Education in Prison and the European Prison Rules; f. knowledgeable of what the Maltese Prison Regulations say about the education and security in the prisons of Malta; g. comprehend issues that deal with security in the prison; h. know how to relate with different adult learners, including literacy learners and prison inmates; i. be aware of ethical issues in workign with prison inmates; j. analyze the possibilities and limitations a prison environment offers.11) Act responsibly in prison; k. appreciate the importance of formal, informal and non-formal education in prison; l. comprehend the basics of criminological theory; m. understand what constitutes a good adult educator operating at these levels. 2. Skills: By the end of the study-unit the student will be able to: a. understand the cultural and political issues involved in literacy education and make their choices when teaching literacy on the basis of this knowledge; b. practical knowledge, derived from workshops, how to teach literacy in Maltese and English; c. the right disposition to render literacy education provision and actual teaching culturally sensitive, community and adult learner centred and one which regards the learner as not a receptacle to be filled, therefore ‘object’, but a subject; d. treat learners as adults and develop approaches and resources that respect their experience and status as adults with particular aspirations, experiences and preoccupations; e. challenge and counter, through appropriate practical means, the issue of stigma confronting basic literacy and education in a small locality in a small nation state such as Malta, and the stigma faced by inmates on release from prison. Main Text/s and any supplementary readings: Part 1 Texts set texts Part 1: Freire, P. (1985) The Adult Literacy Process as Cultural Action for Freedom. In Freire, P (and Macedo, D.) Politics of Education, Massachusetts: Bergin and Garvey. (available in UM library); also in Freire, P (1970) Cultural Action for Freedom, Cambridge, Massachusetts: Harvard Educational Review and Center for the Study of Development and Social Change. Supplementary Reading: Arnove, R. F. and Graff H. J. (Eds.) (1987) National Literacy Campaigns. Historical and Comparative Perspective, New York: Plenum. Barton, L. ( 2007) Literacy: An Introduction to the Ecology of Written Language (2nd edition), Oxford and NYC: Blackwell. Bhola, H. S (1984) Campaigning for Literacy. Eight National Experiences of the Twentieth Century, Paris: UNESCO. Debruin-Parecki, A. and Krol-Sinclair, B. (2003), Family Literacy: from Theory to Practice, Newark: International Reading Association. La Belle T. J. (1986) The politics of non-formal education in Latin America and the Caribbean: Stability, reform or revolution?, Westport Connecticut: Praeger. Marquez, H. (2005), Venezuela Declares Itself Illiteracy-Free, Global Exchange, http://www.globalexchange.org/countries/americas/venezuela/3558.html Viewed 17 January 2013 Mayo, P (2007) Adult Education in Malta, Bonn: DVV International (made available to students on VLE). Papen, U. (2005) Adult Literacy as Social Practice: More than skills, London: Routledge. Relys Díaz, L. I. (2013) De América Soy Hijo… Crónica de una Década de Alfabetización Audiovisual, Girona: La Guerilla Comunicacional. Street, B.V and Lefstein, A. (2008) Literacy: An advanced resource for students, London and New York: Routledge. Tett, L. (2013) Adult Literacies. In Mayo, P (Ed.) Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense publishers. UNESCO ( 2009 ), Global Report on Adult Learning and Education (GRALE), Hamburg: Unesco Institute for lifelong learning. (available for free from UILE, Hamburg) Paulo Freire Institute ( 2007-2013 ) Ic-Cavetta - Maltese literacy toolkit for employment and education inclusion, Malta: Paulo Freire Institute (Zejtun). Supplementary readings to be placed on VLE. Set reading Part 2: Archer, J. (2005) A Prison Diary, Volume III, Heaven, London: Pan Macmillan. AA. Supplementary Reading: Andersson, P. and Fejes, A. (2005) ‘Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy’, Journal of Educational Policy, 20(5): 595-613. Andersson, P. and Osman, A. (2008) ‘Recognition of Prior Learning as a Practice for Differential Inclusion and Exclusion of Immigrants in Sweden’, Adult Education Quarterly, 59(1): 42-60. Bennett, J., Crewe, B. and Wahidin, A. (eds.) (2007) Understanding Prison Staff, Devon: Willan Publishing. Borg, C. and Mayo, P. (2006) ‘The EU Memorandum on Lifelong Learning. Old Wine in New Bottles?’ Globalisation, Societies and Education, 3(2): 203-225. Braggins, J. and Talbot, J. (2005) Wings of Learning: The Role of The Prison Officer in Supporting Prisoner Education, London: The Centre for Crime and Justice Studies. Brand, I. (1999) ‘A Day in the Life of a Prison Teacher’, Journal of Correctional Education, 50(2): 40-41. Casey, S., Day, A., Vess, J. and Ward, T. (2013) Foundations of Offender Rehabilitation, United Kingdom: Routledge. Clark, D. A. (2000) Theory Manual for Enhanced Thinking Skills, prepared for the Joint Prison Probation Service Accreditation Panel, London: Home Office. Clark, S. (2006) Library Services to the Incarcerated: Applying the Public Library Model in Correctional Facility Libraries, United States of America: Greenwood Publishing Group. Cole, B. G. (2002) ‘Rehabilitation through Education’, Journal of Correctional Education, 53(1): 20-22. Costello, A. and Warner, K. (2014) ‘Prison Education across Europe: Policy, Practice, Politics’ in E. Carroll and K. Warner Re-Imagining Imprisonment in Europe: Effects, Failures and the Future, Ireland: The Liffey Press Ltd, 238-253. Council of Europe, (1990), Education in Prison, Recommendation No. R (89) 12 adopted by the Council of Ministers of the Council of Europe on 13 October 1989. Council of Europe, Committee of Ministers (2006) Recommendation Rec (2006)2 of the Committee of Ministers to Member States on the European Prison Rules, http://www.refworld.org/docid/43f3134810.html (accessed 5 May 2015). Coyle, A. (1994) The Prisons we Deserve, London: Harper Collins Publishers. Coyle, A. (2002) Managing Prisons in a Time of Change, United Kingdom: International Centre for Prison Studies. Craig, L. A., Dixon, L. and Gannon, T. A. (eds.) (2013) What works in Offender Rehabilitation: An Evidence-Based Approach to Assessment and Treatment, United Kingdom: John Wiley & Sons Ltd. Crow, I. (2001) The Treatment and Rehabilitation of Offenders, London: Sage Publishers. Davidson, H. S. (1995) Schooling in a Total Institution: Critical Perspectives on Prison Education, London: Bergin and Garvey. Davies, L. M., Bozick, R., Steele, J. L., Saunders, J. and Miles, J. N. V. (2013) Evaluating the Effectiveness of Correctional Education, United States of America: RAND Corporation. Diseth, A., Eikeland, O., Manger, T. and Hetland, H. (2008) ‘Education of Prison Inmates: Course Experience, Motivation, and Learning Strategies as Indicators of Evaluation’, Educational Research and Evaluation: An International Journal on Theory and Practice, 14(3): 201-214. Eikeland, O, Manger, T. and Asbjornsen, A. (2009) Prisoners’ Educational Backgrounds, Preferences and Motivation, Denmark: TemaNord. Farabee, D. (2005) Rethinking Rehabilitation: Why Can't We Reform Our Criminals? Washington USA: AEI Press. Foley, R. M. (2001) ‘Academic Characteristics of Incarcerated Youth and Correctional Educational Programmes: A Literature Review’, Journal of Emotional and Behavioural Disorders, 9(4): 248-259. Formosa, M. (2008) ‘Education in Prison: Can it be Improved?’ B.A. (Hons) Unpublished Criminology thesis, University of Malta, Malta. Gallant, D., Sherry, E. and Nicholson, M. (2015) ‘Recreation or Rehabilitation? Managing Sport for Development Programs with Prison Populations,’ Sport Management Review, 18(1): 45-56. Giordmaina, J. (2013) ‘In-Prison Education’, The Times of Malta 30th October, http://www.timesofmalta.com/articles/view/20131030/letters/In-prison-education.492517 (accessed 3 August 2015). Gravett, S. (2003) Coping with Prison: A Guide to Practitioners on the Realities of Imprisonment, London: Sage Publications Company. Guerrero, G. (2011) ‘Prison-Based Educational and Vocational Training Programs’ in L. Gideon and H. Sung (eds.) Rethinking Corrections: Rehabilitation, Re-entry, and Reintegration, United Kingdom: Sage, 193-218. Hughes, E. (2012) Education in Prison: Studying through Distance Learning, United States of America: Ashgate Publishing Company. Kenna, L. and Simmons, C. (2014) ‘Rethink, Reform, Re-enter: An Entrepreneurial Approach to Prison Programming’, International Journal of Offender Therapy and Comparative Criminology, 59(8): 837-854. Kifer, M., Hemmens, C. and Stohr, M. K. (2003) ‘The Goals of Corrections: Perspectives form the Line’, Criminal Justice Review, 28(1): 47-69. Langelid, T. (ed.) (2005) Nordic Prison Education, Norway: TemaNord. Lehmann, V. and Locke, J. (2005) Guidelines for Library Services to Prisoners, The Hague: IFLA Headquarters, http://archive.ifla.org/VII/s9/nd1/iflapr-92.pdf (accessed 16 August 2015). Lewis, M.V. (1973) Prison Education and Rehabilitation, Pennsylvania: The Pennsylvania State University. Liebmann, M. (2007) Restorative Justice: How it Works, London: Jessica Kingsley Publishers. Lindgren, M., Jensen, J., Dalteg, A., Meurling, A. W., Ingvar, D. H. and Levander, S. (2002) ‘Dyslexia and AD/HD among Swedish Prison Inmates’, Journal of Scandinavian Studies in Criminology and Crime Prevention, 3(1): 84-95. Maguire, M., Grubin, D., Losel, F. and Raynor, P. (2010) ‘’What Works’ and the Correctional Services Accreditation Panel: Taking stock from an Inside Perspective’, Criminology and Criminal Justice 10(1): 37-58. Manger, T., Eikeland, O. and Asbjomsen, A. (2013) ‘Effects of Educational Motives on Prisoners’ Participation in Education and Educational Desires’, European Journal on Criminal Policy and Research, 19(3): 245-257. McAvinehey, C. (2011) Theatre Prison, United Kingdom: Palgrave Macmillan. McPherson, K., Gibson, B. E. and Leplege, A. (eds.) (2015) Rethinking Rehabilitation: Theory and Practice, London: CRC Press. Meek, R. and Lewis, G. (2014) ‘The Impact of a Sports Initiative for Young Men in Prison Staff and Participant Perspectives’, Journal of Sport and Social Issues, 38(2): 95 -123. Morgan, M. and Kett, M. (2003) The Prison Adult Literacy Survey. Results and Implications. Dublin: Irish Prison Service. Mrs.Rios (2008) Me…Teach Criminals? The True Adventures of a Prison Teacher, United States of America: BookSurge Publishing. O’Brien, R. (2010) The Learning Prison, London: The Royal Society for the Encouragement of Arts, Manufactures and Commerce. O’Grady, L., Rolvsjor, R. and McFerran, K. (2013) ‘Women Performing Music in Prison: An Exploration of The Resources That Come Into Play’, Nordic Journal of Music Therapy, 24(2): 123-147. Reiple, A. (1998) ‘Offenders and Entrepreneurship’, European Journal on Criminal Policy and Research, 6(2): 235-256. Robinson, G. and Crow, I. (2009) Offender Rehabilitation: Theory, Research and Practice, London: Sage. Robison, M. (1986) The World Split Open: Writing and Theatre by Women in Prison, Massachusetts: The Massachusetts Foundation for Humanities and Public Policy. Rogers, A. (2004) Teaching Adults, United Kingdom: Open University Press. Rogers, A. (2005) Non-Formal Education: Flexible Schooling or Participatory Education? New York: Springer Science + Business Media. Saylor, W. G. and Gaes, G. G. (1997) ‘Training Inmates through Industrial Work Participation and Vocational and Apprenticeship Instruction’, Corrections Management Quarterly, 1(2): 32-43. Schuller, T. (2009) Crime and Lifelong Learning, Leicester: National Institute of Adult Continuing Education. Scott, D. and Flynn, N. (2014) Prisons and Punishment, London: Sage Publishers Ltd. Simon, F. H. (1999) Prisoners’ Work and Vocational Training, New York: Routledge. Simonot, M. and McDonald, J. (2010) An Exploration of Initial Teacher Training Needs for Teachers and Instructors in Offender Education in London, London: London Centre for Excellence in Teacher Training, http://www.loncett.org.uk/, (accessed 5 March 2015). Thomas, R. G. and Thomas, R. M. (2008) Effective Teaching in Correctional Settings: Prisons, Jails, Juvenile Centers, and Alternative Schools, United States of America: Charles C. Thomas Publisher. Uggen, C. (2000), ‘Work as a Turning Point for Criminal Offenders’, Corrections Management Quarterly, 5(4): 1–16. Vogel, B. (2009) The Prison Library Primer: A Programme for the Twenty-First Century, London: Scarecrow Press. Ward, T. and Maruna, S. (2007) Rehabilitation, United Kingdom: Routledge. Werner, D. R. (1990), Correctional Education: Theory and Practice, United States of America: Interstate Publishers Ltd. Wiley, L. (1989) ‘The Correctional Educator as a Moral Change Agent’, Journal of Correctional Education, 40(1): 12-15. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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